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Elaboration (1) ACELA1458

using knowledge of letters sounds to write single-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’

Elaboration (1) ACELA1485

using sound and visual spelling strategies to spell words with three-letter blends, for example ‘str-ip’

Elaboration (1) ACELA1779

building morphemic word families and exploring word origins, for example the prefix ‘nat’ means source, birth or tribe in ‘nature’, ‘natural’ and ‘native’

Elaboration (1) ACELA1513

using knowledge of known words and base words to spell new words, for example the spelling and meaning connections between ‘vision’, ‘television’ and ‘revision’

Elaboration (1) ACELA1526

applying accumulated knowledge of a wide range of letter patterns and spelling generalisations to spell new words, for example ‘vacuum’, ‘yacht’, ‘ratio’ and ‘synthesis’

Elaboration (1) ACELA1471

exploring compound words by discussing the meaningful parts, for example the spelling and meaning of ‘homemade’ is informed by two smaller words ‘home’ and ‘made’

Elaboration (1) ACELY1736

selecting vocabulary to influence meaning and to position and persuade the audience, for example adjusting language to show or acknowledge power

Elaboration (1) ACELA1824

providing the sound for less common letter-sound matches, for example ‘ight’ and using them in writing

Elaboration (1) ACELA1564

identifying the use of first person ‘I’, ‘we’ and second person pronouns ‘you’ to distance or involve the audience, for example in a speech made to a local cultural community

Elaboration (1) ACELA1819

identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’

Elaboration (1) ACELT1580

reciting rhymes with actions

Elaboration (1) ACELA1459

recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’

Elaboration (1) ACELA1474

deleting and substituting sounds in spoken words to form new words, for example delete the ‘scr’ in ‘scratch’, and then form new words ‘catch’, ‘batch’ and ‘hatch’

Elaboration (1) ACELY1673

writing sentences legibly and fluently using unjoined print script of consistent size

Elaboration (1) ACELA1540

investigating borrowings from a range of languages into English, for example from French and Italian

Elaboration (1) ACELA1809

using cohesive devices when writing complex texts

Elaboration (1) ACELA1569

recognising how the focus of a sentence can be changed through the use of the passive voice (for example compare active, ‘The police had caught the thief.’ with passive ‘The thief had been caught.’)

Elaboration (1) ACELA1437

discussing new vocabulary found in texts

Elaboration (1) ACELA1439

identifying patterns of alliteration in spoken words, for example 'helpful Henry'

Elaboration (1) ACELA1440

identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'

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